Enhancing Assessment with Technology (The Spy Who Loved Me)
Until quite recently I thought on-line assessment tools were limited to those which enable the discovery of plagiarism. (click on photo for an example). It's a shame because technology can be so much more helpful for assessment.
I've always found assessing people to be a complicated process, fraught with a number of concerns about whether or not my judgment was correct, whether the marking system was fair and adequate. I can see that in the maths and science disciplines marking is probably more straightforward, and can be evidence based. However, in humanities I think there are more grey areas and even though marking systems such as the Outcomes Framework were an attempt at being explicit and fair, I would find myself, during long marking sessions, doing a to and fro between levels three and four, unable to clearly identify the true value of the work. This was especially true of group work, where I was unsure about individual input and reflection, as well as student efforts to work collaboratively.
Now I realize that part of my dilemma was that the marking system didn't always provide insight into the process by which the student had created their work. This has become especially clear to me since I read about integrated authentic assessment. This type of assessment is that which looks at the creation of knowledge, that is the process, rather than using a test or final document as proof of knowledge. It is a completely different type of evaluation, one which is afforded by contemporary technology.
As an assessor, technology is a platform which allows me to view student progress as they work collaboratively or individually. For example, if students of my Social Justice class work together on an online wiki, which they will present to the class, rather than presenting a power point, the contribution of each member will be evident. This is valuable because it eliminates the possibility of some students working more than others without recognition. In turn, this creates stronger interdependence and a sense of joint responsibility. It also means students can be allocated individual marks based on their group contribution. The creation of a presentation wiki also motivates students to reach their potential because they know that they will be fairly assessed. They won't just be judged on the final product, they will be judged on their overall contribution and on their development of a range of skills. It also means that I can provide each student with feedback to facilitate their learning as they develop.
This approach and use of technology as a window into student learning is important for retaining students who are struggling and who might otherwise exit. As Kathleen Gabriel (2008) explains, one of the strategies for promoting success and retention in higher education is to reduce the stress associated with assessment. Rather than using a series of tests to evaluate student progress, tasks which incorporate a range of learning styles and opportunities increase the likelihood of at-risk students achieving success. So, if I now use the wiki as the basis of my assessment of student presentations, I am encouraging their learning through providing ongoing support and the opportunity for them to draw on and develop different approached in order for them to succeed.
According to Gardner there are eight different intelligences that can underpin student learning, and different learning styles cater to these intelligences. Technology provides an excellent opportunity to meet student learning needs, sometimes with an overlap of learning styles through the use of one technology. http://www.academia.edu/1868796/Reaching_different_learning_styles_through_technology
At this stage, then, I can see the overall value of incorporating technology into my social justice class. In fact, it seems that in order to provide equity and social justice, perhaps this in the only way to go. My role as assessor is not, in my opinion, to close the gate on learners, but rather to provide feedback which is most likely to keep the gate open. I don't perceive technology to be a magic tool which will engage all students in course material. However, I do believe it increases the likelihood of more students interacting with the material and each other.
I will, no doubt, continue to make use of tools which expose plagiarism. However, I aim to use technology to position me as a "spy" who facilitates learning and guides students away from failure. Hopefully, through using technology to monitor student progress I will reduce the likelihood of them submitting last minute, plagiarized papers, and achieve success.
Gardner, H. (2012). The Nine Types of Intelligence. From: Overview of the MultipleIntelligences Theory. Association for Supervision and Curriculum Developmentand Thomas Armstrong.com.http://skyview.vansd.org/lschmidt/Projects/The%20Nine%20Types%20of%20Intelligence.htm
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